Download Biology II - Grant County Schools

Timeline Standard CSO BII
Student I Can
Ess. Question
Vocabulary
Strategies
Resources
Assessments Notes
Strategies/
Activities
Resources/
Materials
Assessments
Grant County Schools
Standards Based Map
Timeline Standards
SC O HAP
Student I Can
Statement
Essential
Question
Biology II
11th/12th
Academic
Vocabulary
All year
1.1 Implement safe
procedures and practices
when manipulating
equipment, materials,
organisms, and models.
I can implement
safe procedures
and practices when
manipulating
equipment,
materials,
organisms, and
models.
What are safe
lab practices?
Safety goggles
Eye wash station
Go over rules
multiple times.
Drill
Apply during labs
throughout the
year.
Printed
safety rules
from internet
Teacher
made test
All year
1.2 formulate scientific
explanations based on
historical observations
and experimental
evidence, accounting
for variability in
experimental results
How can data
from classic
experiments be
interpreted?
How is it
possible to do
the same
experiment
twice and get
different
results?
Skepticism
Observation
Experimentation
Variability
Reliability
Peer review
Work in groups to
evaluate classic
research.
Internet
Library
Multiple
textbooks
Project rubric
All year
1.3 conduct and/or
design investigations
that incorporate the
skills and attitudes
and/or values of
scientific inquiry (e.g.,
established research
protocol, accurate
record keeping,
replication of results
and peer review,
I can formulate
scientific
explanations
based on
historical
observations and
experimental
evidence,
accounting for
variability in
experimental
results
I can conduct
and/or design
investigations
that incorporate
the skills and
attitudes and/or
values of
scientific inquiry.
How are
investigations
designed?
How is data
collected and
analyzed?
Experiment
Hypothesis
Independent
variable
Dependent variable
Constants
Control group
Experimental group
Identify parts of
an experiment.
Design an
experiment.
Internet
Student
gathered
materials
Teacher
made quiz
Notes
Timeline Standard CSO BII
All year
All year
objectivity, openness,
skepticism, fairness, or
creativity and logic).
1.4 design, conduct,
evaluate and revise
experiments (e.g.,
compose a question to
be investigated, design
a controlled
investigation that
produces numeric
data, evaluate the data
in the context of
scientific laws and
principles, construct a
conclusion based on
findings, propose
revisions to
investigations based
on manipulation of
variables and/or
analysis of error, or
communicate and
defend the results and
conclusions).
1.5 draw conclusions
from a variety of data
sources to analyze and
interpret systems and
models (e.g., use
graphs and equations
to measure and apply
variables such as rate
and scale, evaluate
changes in trends and
Student I Can
Ess. Question
Vocabulary
Strategies
Resources
I can design,
conduct,
evaluate and
revise
experiments.
How can I
design an
experiment?
How do I
determine
which will be
the
experimental
group vs.
control group?
How many
subjects do I
need in each
group to make it
valid?
How will I know
if my results
support my
hypothesis?
Experiment
Hypothesis
Independent
variable
Dependent variable
Constants
Control group
Experimental group
Give students
Library
multiple examples Internet
of experiment to
textbook
have them
identify parts.
Have them design
their own
experiments and
put them on the
board or posters.
Have other groups
of students
review their work.
I can draw
conclusions from
a variety of data
sources to
analyze and
interpret
systems and
models .
How can I take
information
from various
sources and
combine it to
understand
models and
graphs?
How do I use
information in
Data
Interpretation
System
Model
Graph
Rate
Scale
Trends
Evaluate
Use graphs and
models in
textbooks in every
chapter.
Textbook
Assessments Notes
Experimental
procedure
will be
evaluated
before they
do
experiment.
All parts of
experiment
must be
present and
identifiable.
When
experiment is
complete, it
will be
graded on
whether
results are
interpreted
correctly,
whether or
not they
support
hypothesis.
Teacher
made
activities that
include
graphs and
diagrams.
Questions
from text
Timeline Standard CSO BII
All year
cycles, or predict the
influence of external
variances such as
potential sources of
error, or interpret
maps).
1.6 investigate,
compare and design
scientific and
technological solutions
to address personal
and societal problems.
All year
1.7 given current
science-technologysocietal issues,
construct and defend
potential solutions.
All year
1.8 relate societal,
cultural and economic
issues to key scientific
innovations.
All year
1.9 synthesize
concepts across
various science
disciplines to better
understand the natural
world (e.g., form and
Student I Can
Ess. Question
Vocabulary
Strategies
Resources
Assessments Notes
models to
predict an
extension of the
givens?
I can investigate,
compare and
design scientific
and
technological
solutions to
address personal
and societal
problems.
When given
current sciencetechnologysocietal issues, I
can construct
and defend
potential
solutions.
I can relate
societal, cultural
and economic
issues to key
scientific
innovations.
I can synthesize
concepts across
various science
disciplines to
better
understand the
natural world,
How can
technology be
used to address
issues of
society?
Society
Technology
Use TV news,
internet, or
newspaper to
research an issue,
and then design
solutions.
TV
Newspaper
internet
Projects will
be graded
according to
a rubric
What is the best
solution for a
given issue?
Bioethics
Ethics
Use TV news,
internet, or
newspaper to
research an issue,
and then design
solutions.
TV
Newspaper
internet
Projects will
be graded
according to
a rubric
How do new
scientific
discoveries
affect societal,
cultural and
economic
issues?
How do all the
branches of
science relate to
each other
within the
natural world?
Society
Culture
Economics
innovation
Use TV news,
internet, or
newspaper to
research an issue,
and then design
solutions.
TV
Newspaper
internet
Projects will
be graded
according to
a rubric
Vocabulary that fits
with subject at
hand.
Relate each
concept to the
“real world” as
much as possible,
and have students
make connections
where feasible.
Internet
Textbook
Video clips
Embedded in
subject
matter
Timeline Standard CSO BII
function, systems, or
change over time).
T1
2.4 analyze the
properties of water
and its importance in
biological systems:
 Polarity
 Solubility
 Specific heat
 pH and buffers
T1
2.1 Correlate
functional groups to
unique properties of
organic molecules to
biochemical pathways
T1
2.2 Describe the
transfer of energy
during condensation
and hydrolysis
reactions of organic
molecules (e.g. ATP,
enzyme substrate and
active site)
T1
2.3 Summarize the
electrochemical
gradients in various
Student I Can
Ess. Question
such as form and
function,
systems, or
change over
time.
I can explain how
water’s polarity,
solubility,
specific heat
function in
biological
systems
How does the
world change
over time?
I can Correlate
functional
groups to unique
properties of
organic
molecules to
biochemical
pathways.
I can describe
the transfer of
energy during
condensation
and hydrolysis
reactions of
organic
molecules (e.g.
ATP, enzyme
substrate and
active site)
I can summarize
the
electrochemical
How do
functional
groups affect
the properties
of organic
molecules in
biochemical
pathway??
How is energy
transferred
during chemical
reactions in
organic systems
How do the
properties of
water affect
living systems?
What are
electrochemical
gradients, and
Vocabulary
Strategies
Resources
Assessments Notes
Textbook
Work book
internet
TMT
TM Lab
Activity
Polarity
Solubility
Specific heat
pH
buffers
acid
base
aqueous solution
solute
solvent
Activation energy
Substrate
Active site
Carboxyl
Hydroxyl
amino
Online pH lab
Video clips from
Internet
Internet.
Textbook
Denaturization lab Workbook
Teacher
made test
Lab report
Condensation/
Dehydration
Synthesis reactions
Hydrolysis
Enzyme
Substrate
Active site
Activation energy
Demonstrate
reactions on
board
Internet video
clips
Textbook C-3
Teacher
made test
Lab report
Gated channels
Chemiosmosis
ATP synthetase
Internet video
clips
Textbook
Work book
Teacher
made test
Timeline Standard CSO BII
cells and their
corresponding
environments.
Student I Can
Ess. Question
Vocabulary
gradients in
various cells and
their
corresponding
environments.
I I can describe
the flow of
energy in
photosynthesis
and cellular
respiration.
how to they
allow cells to
perform their
functions?
How does
energy from the
sun power our
cells?
Chloroplast
Photosynthesis
ATP
chemiosmosis
Electron transport
Glycolysis
Citric acid cycle
Mitochondria
NADH
FAD
Thylakoids
Stroma
Calvin cycle
Photosystems I & II
Strategies
Resources
Assessments Notes
Create a poster of
a specific step in
cellular
respiration and in
photosynthesis
Prepared
slides
microscope
Textbook
workbook
Students will
present
projects to
the
class/teacher
according to
a rubric
Teacher
made test
and quizzes
T1
2.5 Examine the flow
of energy through
specific molecules in:
 light
dependent
and light
independent
photosynthetic
reactions
 glycolysis
 Kreb’s cycle
 EPS
 fermentation
T2
2.14 predict
phenotypic ratios of
crosses:
 pleiotropy
 epistasis
 multiple alleles
 polygenic
inheritance
I can set up,
work and
interpret Punnet
squares for
multiple types of
inheritance.
How do
pleiotropy and
epistasis affect
expected
outcomes?
How do traits
with multiple
alleles and
polygenic traits
differ?
Mendelian
inheritance
Pleiotropy
Epistasis
Multiple alleles
Polygenic traits
Multifactorial traits
Codominance
Incomplete
dominance
Punnet Squares
Pedigree
interpretation and
construction
Create a family
with a given trait
and work
problems
Textbook
Genetics
textbook
internet
2.13 analyze a
karyotype to
determine
chromosomal
abnormalities
I can identify
Down’s
syndrome,
Klinefelter’s
syndrome,
How is
chromosome
placement on a
karyotype
determined?
Centromere
G banding
Online
karyotyping
activity
Textbook
Workbook
internet
T2
project
Teacher
made test
and quizzes
Timeline Standard CSO BII
Student I Can
Ess. Question
Jacobson’s
syndrome by
examining a
karyotype.
What effect do
extra or missing
chromosomes
or pieces of
chromosomes
have on
phenotype?
Why are
chromosome
disorders
usually so much
more
devastation
than gene
mutations?
How does the
work of each
scientist
contribute to
the knowledge
of the whole?
T2
2.12 Distinguish
between chromosomal
and gene mutations
and their potential
effects.
I can distinguish
between
chromosomal
and gene
mutations and
their potential
effects.
T2
2.6 Interpret
important research
leading to the current
knowledge of
molecular genetics:
 Griffith
 Avery
 Hershey &
Chase
 Chargaff
 Franklin &
Wilkins
 Watson &
Crick
2.9 analyze the
process of DNA
replication including:
 DNA
polymerase
 Semiconservative
replication
I can explain the
steps leading to
the current
knowledge of
DNA by
showcasing the
works of the
scientists who
discoveries in
the field.
T3
I can analyze the
process of DNA
replication
What is the
central dogma
of molecular
biology?
Vocabulary
Strategies
Resources
Assessments Notes
Point mutation
Frame-shift
mutation
Addition
Delection
Students will
select a
chromosome
disorder or a gene
disorder, research
it, and prepare a
presentation.
Textbook
Workbook
Genetics text
Project rubric
Lab report
Teacher
made quizzes
and test
nucleotide
nuclein
blender experiment
genetic
recombination
bacteriophage
X-ray diffraction
Video clips from
internet
Internet
Textbook
workbook
Teacher
made quizzes
and test
Replication
DNA polymerase
Helicase
DNA ligase
Okazaki fragments
Replication fork
Leading strand
Lagging strand
Lab report
Teacher
made quizzes
and tests
Timeline Standard CSO BII
T3
 Base-pairing
2.10 Apply the
processes of
transcription and
translation to gene
expression
T3
2.11 demonstrate the
role of DNA in
determining
phenotype and
illustrate ways of
controlling and
regulating expression
and function of genes
T3
2.15 evaluate
treatment of viral
diseases based on lytic
and lysogenic cycles
T3
2.7 Explain the use of
restriction enzymes,
vectors, plasmids and
probes in recombinant
DNA
Student I Can
Ess. Question
I can apply the
processes of
transcription and
translation to
gene expression
What is the
central dogma
of molecular
biology?
Antigens
Antibodies
rH factor
ABO system
Hemolytic disease
of the newborn
Hemoglobin
I can
demonstrate the
role of DNA in
determining
phenotype and
illustrate ways of
controlling and
regulating
expression and
function of genes
I can evaluate
treatment of
viral diseases
based on lytic
and lysogenic
cycles
How does DNA
control
phenotype?
DNA
mRNA
tRNA
rRNA
transcription
translation
How does the
lytic cycle differ
from the
lysogenic cycle?
Specific defense
Nonspecific
defense
Cell-mediated
immunity
Antibodies
T cells
B cells
Primary response
Secondary
response
Nasal cavity
Pharynx
epiglottis
Larynx
Trachea
Bronchus
I can explain how How is cloning
cloning is
accomplished?
accomplished
Vocabulary
Strategies
Resources
Assessments Notes
Do ABO / rH
Punnett squares.
Determine
paternity based
on same.
Complete chart
on
donors/recipients
Internet
video clips of
blood
compatibility
Teacher
made
problems
Teacher
made quizzes
and test
Students will do
replication,
transcription and
translation
problems.
Students will
explain when and
where in the cell
each process
occurs.
Research a
disease and make
electronic
presentation.
Read textbook
and complete
activities from
workbook.
Show video clips
from internet.
Paper
Dry erase
board
Textbook
Video clips
Teacher
made quizzes
and test
Internet
Textbook
Workbook
Prezi or
PowerPoint
software
Teacher
made quiz
and test
Presentation
rubric
Have students
identify parts of
system on a torso
model and on a
diagram.
Torso model
Anatomy
Coloring
Book.
Fetal pig
Practical
exam on
torso model
and fetal pig.
Timeline Standard CSO BII
Student I Can
Ess. Question
T3
2.8 conduct and
interpret DNA
investigations such as
RFLP and PCR
I can interpret
gel
electrophoresis
results
How can the
sequence of
DNA
nucleotides be
determined
with gel
electrophoresis?
How do algea
differ from
protozoans and
ameboid forms?
T3
2.16 analyze the
criteria for
classifications of
protists
I can classify
protists into
kingdoms based
on their
characteristics.
T3
2.17 survey the fungi
kingdom:
 Characteristics
 Reproduction
 Relationship to
humans and
the ecosystem
I can describe
the types of
fungi and explain
how they
reproduce.
Which fungi are
important to
humans, and
why?
T3
2.18 compare and
contrast members of
the plant kingdom in
terms of their
reproductive systems
I can
differentiate
among seedless
plants and seedbearing plants in
cones or flowers
Q: Why did the
botanist slap
her boyfriend
on their first
date?
A: He brought
her flowers
(flowers are
reproductive
organs-and of
course
Vocabulary
Strategies
Resources
Assessments Notes
Bronchiole
Alveolus
Capillaries
hemoglobin
Identify structures
in fetal pig
gel electrophoresis
restriction enzymes
DNA polymerase
Examine various
gels to determine
paternity, or
criminal activity
Internet
textvook
Euglena
Ameba
Paramecium
Red algae
Green algae
Brown algae
Mycorrhizae
Erotrophic
Hyphae
Mycelium
Examine prepared
slides of various
protists
microscope
Concept maps of
organization of
major
components of
Kingdom Fungi.
Color code same
Textbook
Workbook
Biology
coloring book
Teacher
made quizzes
Concept maps of
organization of
major
components of
Kingdom Plantae.
Color code same
Textbook
Workbook
Biology
coloring book
Assessments
Seeds
Cones
Petals
Pistil
Stamen
Sporophyte
gametophyte
Teacher
made test for
physiology.
Notes
Timeline Standard CSO BII
Student I Can
Ess. Question
reproductive
organs really
should not be
mentioned or
exposed on a
first date!)
How do
sponges differ
from
vertebrates?
T4
2.19 compare and
contrast members of the
animal kingdom in terms
of their complexity

Tissues

Nervous

Digestive
systems
I can differentiate
among animal
phyla in terms of
their complexity
T4
2.20 survey
embryonic
development of
animals:
 Gastrulation
 Development
of different
body cavities
 Tissues
develop from
germ layers
2.21 examine types
of innate and learned
animal behaviors:
 Competitive
 Reproductive
 Social
 Cyclic
 communicati
on
I can describe
embryonic
development of
animals in terms
of germ layer,
tissues and body
cavities.
How the
embryonic
development
of a mammal
differ from
that of other
animal phyla?
I can describe
innate and
learned animal
behaviors.
How do
animals
communicate
with each
other?
T4
Vocabulary
Strategies
Resources
Zygote
Blastocyst
Blastula
Gastrula
Endoderm
Mesoderm
ectoderm
Zygote
Blastocyst
Blastula
Gastrula
Endoderm
Mesoderm
ectoderm
Altruism
Assessments Notes
Teacher
made test
Work in groups to
create posters of
embryonic
development in
various animal
phyla
Internet
Library
Multiple
textbooks
Project rubric
Internet research
on animal
behavior
Internet
Student
gathered
materials
Teacher
made quiz